Subject Council's 2012 Professional Learning Cycle
"How can we improve student learning in secondary science by inquiring into our current assessment practices in order to better differentiate instruction?"
Dates:
Thurs Feb 9 - Blessed Trinity
Thurs Mar 22 - St. Marcellinus
Thurs May 10 - Blessed Trinity
Overall (Long Term) Learning Goals in Secondary Science:
Great post from @mbteach on Carol Ann Tomlinson's presentation at #ASCD on neuroscience, learning goals, other ideas ar.gy/0aGC
Strategy: Development of Learning Goals and Eliciting Information about Student Learning Unit & Expectation(s): SNC2D – Chemistry – Conservation of Mass Lab (expectation C2.2, C2.4, C3.2) Diagnostic: Molecular Modeling Kit Summative: Lab with an Evaluation Rubric
Gr 12: Circular Motion(B2.7)
Gr 11: Cart on a Ramp (B2.4)
Learning Goals & Success Criteria
Static Electricity Task:
You will be able to:
Plan and conduct a scientific inquiry based on the question: How can you use static electricity to make an empty pop can roll the greatest distance, without touching it?
Make an appropriate hypothesis
Select appropriate materials
Determine an independent and dependent variable while controlling other variables
Gather qualitative and quantitative data (using a table, graph, or written statements)
Analyze and interpret your results based on prior knowledge of static electricity and making connections to your hypothesis
Gr 11 Gas Laws
Using Learning Goals, co-constructing success criteria, and plan an inquiry
Expectations: A1.5, A1.6, A1.8, A1.10, F2.1, F2.2, F2.3
STSEs - blogging; look at a variety of blogs to come up & co-construct success criteria
Sample Expectations --> Learning Goals:
SNC1P
Expectation: E2.6 use an inquiry process to investigate the effects that changing resistance and changing potential difference have on current in a simple series circuit [PR, AI] Note: PR & AI refer to overall expectation A1
Learning Goals: Students will be able to
perform an experiment to investigate the relationship between resistance, potential difference, and voltage
record data collected during the experiment
analyze results using a graph
Sample Look Fors --> Success Criteria:
using materials and equipment safely
use appropriate symbols and units of measure
create an appropriate graph (axes, scale, line of best fit)
generate a conclusion that describes the relationship between resistance, potential difference and voltage
justify conclusion based on data from experiment
Graphic Organizers
to use while doing science and for assessment: pre-assess prior knowledge, address misconceptions, guide further instruction
Welcome to Differentiated Instruction and the Professional Learning Cycle in Science!Subject Council's 2012 Professional Learning Cycle
"How can we improve student learning in secondary science by inquiring into our current assessment practices in order to better differentiate instruction?"Dates:
Thurs Feb 9 - Blessed Trinity
Thurs Mar 22 - St. Marcellinus
Thurs May 10 - Blessed Trinity
Overall (Long Term) Learning Goals in Secondary Science:
After comparing all four groups, the following success criteria was consolidated:
Other Files:
Checklist for Learning Goals & Success Criteria:
(Sheldon teaches Penny Video:
http://www.youtube.com/watch?v=mUGXcuKbGlc)
After 3 Days of the PLCycle, here's
some reflection feedback from teachers/
department heads:
Day 1
(Feb 9)
Unit/Lesson: Static Electricity
Unit & Expectation(s):
SNC2D – Chemistry – Conservation of Mass Lab (expectation C2.2, C2.4, C3.2)
Diagnostic: Molecular Modeling Kit
Summative: Lab with an Evaluation Rubric
Task: Diversity Project
Unit: Structure and Matter
Expectations: C2.5, C2.6, A1
In SPH3U – Kinematics – Motion lab
In SPH4U – Dynamics – Circular Motion
including expectation A1.8
Learning Goals, Success Criteria, Rubric
(Mar 22)
Learning Goals, Success Criteria, and Peer- and Self-Assessment
Using Learning Goals and Success Criteria --> plan an inquiry
Expectations: D2.8, A1
Gr 11: Cart on a Ramp (B2.4)
Learning Goals & Success Criteria
You will be able to:
Using Learning Goals, co-constructing success criteria, and plan an inquiry
Expectations: A1.5, A1.6, A1.8, A1.10, F2.1, F2.2, F2.3
SNC1P
Expectation: E2.6 use an inquiry process to investigate the effects that changing resistance and changing potential difference have on current in a simple series circuit [PR, AI]
Note: PR & AI refer to overall expectation A1
Learning Goals: Students will be able to
- perform an experiment to investigate the relationship between resistance, potential difference, and voltage
- record data collected during the experiment
- analyze results using a graph
Sample Look Fors --> Success Criteria:Graphic Organizers
to use while doing science and for assessment: pre-assess prior knowledge, address misconceptions, guide further instruction
- you can also use the Smarter Science posters as graphic organizers
Our PLCycle Plan:
Useful Websites
Professional Learning Cycle (PLC)
Videos on EduGAINS website outlining, with examples, the four stages of a PLC: Plan, Act, Observe, Reflect - the science example focuses on inquiry
http://www.edugains.ca/newsite/di2/diprolearningcyclevideo.html-access a variety of DI resources created by and for DP
-great resources!
-a brief overview of how to differentiate
instruction and assessment in science
-uses a learning menu - great way to use a wiki for DI!
a TON of links to DI related resources
-discover science in an active way!
Foldables
-fun, engaging, tactile & visual for summarizing,notetaking and graphic organizers
"How to Fold Foldables" **http://bit.ly/nqVXT**
"Vocabulary Foldable Teacher Directions" **http://bit.ly/vXG5LR**
Another Great Website with PowerPoint on Foldables: **http://bit.ly/rNXIY9**
Eight Types of Instructional StrategiesThat Improve Learning in a 21st Century World
http://www.edugains.ca/newsite/di2/index.html